Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow

Cihad Demir; Mehmet Kara; Recep Çakır

doi:10.17275/per.24.87.11.6

EN

Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow

Abstract

The purpose of this study was to investigate school administrators and teachers’ following innovations in pre-school education in terms of the learning organization perspective. We examined their following the innovations in terms of Information and Communication Technology (ICT) Competencies, 21st Century Skills, and Innovative School. A total of 207 participants (School Administrators N =33 & Teachers N = 174) were recruited in this research. The data collections tools were Information and Communication Technology Competency Scale (ICTC), Multidimensional 21st Century Skills Scale, and Innovative School Scale (ISS). Our results have shown that school administrators and teachers have positive attitudes towards following innovations in education. Participants, however, have some concerns over innovative atmosphere and organizational impediments in terms of the innovative school. Further, the results in innovative school showed a statistically significant difference in favor of male participants. The results of the regression analysis have revealed that there is a significant relationship between multidimensional 21st century skills and the innovative school variables at a high level. Although the participants' multidimensional 21st century skills significantly predicted their innovative school scores, we found that the ICT Competence variable alone did not predict or affect it. Limitations and recommendations for future research are provided, as well.

Keywords

ICT competence; 21st century skills, innovative school, learning organizations

References

Aktan, O., & Akkutay, Ü. (2014). OECD ülkelerinde ve Türkiye’de okulöncesi eğitim. [Preschool education in OECD countries and Turkey]. Asian Journal of Instruction,, 2(1), 64-79.
Aldo, R., Boholono, H., & Dayagbil, F. (2020). Teacher education institutions in the Philippihes towards education 4.0. International Journal of Learning, Teaching and Educational Research, 19(8), 137-154.
Alp, S. (2007). The views of first stage teachers of primary education towards reflective thinking. Unpublished Master Thesis. Çanakkale On Sekiz Mart Üniversitesi.
Aslan, H. & Kesik, F. (2016). Yenilikçi okul ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Development of innovative school scale: A validity and reliability analysis] Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 22(4), 463-482.
Atalay, N., & Anagün, S. Ş. (2014). Kırsal alanda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. [The views of classroom teachers working in rural areas about using information and communication technologies]. Journal of Qualitative Research in Education,2(3), 9-27.
Bae, S. H., Song, J. H., & Kim, H. K. (2012). Teachers’ creativity in career technical education: The mediating effect of knowledge creation practices in the learning organization. The Korean Social Science Journal, 39, 59–81.
Bağcı, H., Üngören, Y., Horzum, M. B., & Ünsal, İ. (2020). Examining the information and communication technologies skills of pre-service teachers. Journal of Interdisciplinary: Teory and Practive, 2(1), 43-54.
Bahtiyar, A., & Can, B. (2016). Fen öğretmen adaylarının bilimsel süreç becerileri ile bilimsel araştırmaya yönelik tutumlarının incelenmesi. [Examination of the scientific process skills and attitudes towards scientific research of prospective science teachers]. The Journal of Buca Faculty of Education ,42(1), 47-58.
Başara Baydilek, N. (2015). Reasoni̇ng skills in the preschool education program and function of hidden curriculum for the supporting reasoning skills in the preschool education classes. Unpublished Dissertation, Adnan Menderes Üniversitesi, Aydın
Bayhan, P., Olgun, P., & Yelland, N. J. (2002). A study of pre-school teachers' thoughts about computer-assisted instruction. Contemporary issues in early childhood, 3(2), 298-303.

Bayraktaroğlu, S., & Kutaniş, R. Ö. (2002). Öğrenen kamu örgütlerine doğru. [Towards learning public organizations] Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3, 51-65.
Bilir, B., Arslan, H. (2016). Ortaöğretim kurumlarında görev yapan öğretmenlerin kendi kurumlarına ilişkin öğrenen örgüt algıları. [Learning organization perceptions of the teachers working in secondary schools over their own organizations] Ahi Evren Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 241-260.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin et al. (Eds.), Assessment and Teaching of 21st Century Skills (pp. 17-66). Springer.
Bodur, E. (2019). Yenilikçi okul ve örgüt iklimine ilişkin öğretmen görüşleri-Bolu İli Örneği- [Teachers' views on innovative schools and organization climate (Bolu province] Yayımlanmamış Yüksek Lisans Tezi. Abant İzzet Baysal Üniversitesi.
Bozan, H. (2020). Investigation of the relationship between the learning organization of the schools of private school managers and the organizational commitments. Unpublished Master Thesis. Maltepe Üniversitesi, İstanbul
Brandt, R. (2003). Is this school a learning organization? 10 ways to tell. Journal of Staff Development, 24(1), 14-16.
Bulut, I. (2018). The levels of classroom and pre-cchool teachers' metacognitive awareness. Universal Journal of Educational Research, 6(12), 2697-2706.
Cevik, M., & Senturk, C. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11–28. https://doi.org/10.18844/cjes.v14i1.3506
Cha, Y. K., & Ham, S. H. (2012). Constructivist teaching and intra-school collaboration among teachers in South Korea: An uncertainty management perspective. Asia Pacific Education Review, 13(4), 635-647.
Cvetković, N., Tomić, B., & Vukić, M. (2018). Developmental aspects of innovation in preschool education. International Review, 3-4, 89-95.
Çakır, R., & Yükseltürk, E. (2010). Bilgi toplumu olma yolunda öğrenen organizasyonlar, bilgi yönetimi ve e-öğrenme üzerine teorik bir çözümleme. [The theoretical analysis on learning organization, knowledge management and e-learning in being an information society] Kastamonu Eğitim Dergisi, 18(2), 501-512.
Çalık, T. (2003). Öğrenen örgütler olarak eğitim kurumları [Educational institutions as learning organizations]. Manas Üniversitesi Sosyal Bilimler Dergisi, 8(1), 125-140.
Demiralay, R. (2008). An evaluation of student teachers' information literacy self-efficacy in point of usage of information and communication technologies Unpublished Master Thesis. Gazi Üniversitesi, Ankara
Drucker, P. F. (1992). Yeni gerçekler. (B. Karanakçı, Çev.). Türkiye İş Bankası Yayınları.
European Commission (2021). Turkey 2021 Report:Commission staff working document. Retrieved from https://ec.europa.eu/neighbourhood-enlargement/turkey-report-2021_en
Fisk, P. (2017). Education 4.0 … the future of learning will be dramatically different, in school and throughout life. Retrieved from http://www.thege-niusworks.com/2017/01/future-education-young-ev-eryone-taught-together
George, D. & P. Mallery. (2014). IBM SPSS Statistics 21. Step by Step: A Simple Guide and Reference. Pearson Education.
Gök, A., Turan, S., & Oyman, N. (2011). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumlarına ilişkin görüşleri. [Preschool teachers’ views on usage of information techonologies] Pegem Eğitim ve Öğretim Dergisi, 1(3), 59-66.
Gökçearslan, Ş., Karademir Coşkun, T., & Şahin, S. (2019). Adaptation of information and communication technology competency scale to Turkish for pre-service teachers. Kastamonu Eğitim Dergisi,27(4), 1435-1444.
Gandolfi, F. (2006). Can a school organization be transformed into a learning organization? Contemporary Management Research, 2, 57–72. https://doi.org/10.7903/cmr.80
Griffin, P., Care, E., & McGraw, B. (2012). The Changing Role of Education and Schools. n P. Griffin et al. (Eds.), Assessment and Teaching of 21st Century Skills (pp. 1-15). Springer.
Güçlü, N., H, Türkoğlu. (2003). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin öğrenen organizasyona ilişkin algıları [The Perception Level as Regards Learning Organizations of the principals and teachers working in primary schools]. Türk Eğitim Bilimleri Dergisi, 1(2), 137-161.
Güleç, H., & Çağlayandereli, M. (2012). İstanbul ili Bayrampaşa ilçesinde resmi ilköğretim okulu yönetici ve öğretmenlerin öğrenen organizasyona ilişkin algıları. [Administrators and Teachers Perceptions for Learning Organization (Bayrampasa District Case of Istanbul)]. Cumhuriyet Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 36(1), 183-197.
Gülen, Ş. B. (2013). 21st century learner skills and level of support from information and communication technologies: An investigation of middle school students based on grade level and gender. Unpublished Master Thesis, Gazi Üniversitesi, Ankara
Hew, T. S. & Leong, L.Y. (2011). An empirical analysis of Malaysian pre-university students ICT competency gender differences. International Journal of Network and Mobile Tecnologies, 2(1), 15-29.
Holyoke, L. B., Sturko, P. A., Wood, N. B., & Wu, L. J. (2012). Are academic departments perceived as learning organizations? Educational Management Administration & Leadership, 40(4), 436-448. https://doi.org/10.1177/1741143212438219
Hursen, C. (2011). Technological proficiency perception assessment of teachers in vocational high schools. Procedia-Social and Behavioral Sciences, 28, 977-981. https://doi.org/10.1016/j.sbspro.2011.11.180
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92-98. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92
Kara, S. (2011). İlköğretim kurumlarında görev yapan öğretmenlerin bilgi ve iletişim teknolojileri yeterliliklerinin belirlenmesi-İstanbul ili örneği- [Determination of Qualifications of Information and Communication Technologies of Primary School Teachers in Istanbul] [Yayımlanmamış Yüksek Lisans Tezi]. Bahçeşehir Üniversitesi.
Kasapoglu, K., & Didin, M. (2019). Life skills as a predictor of psychological well-being of pre-service pre-school teachers in Turkey. International Journal of Contemporary Educational Research, 6(1), 70-85.
Keser, H. & Semerci, A. (2019). Tecnology trends, education 4.0 and beyond. Comtemporary Educational Researches Journal, 9(3), 39-49.
Kools, M. ve Stoll L. (2016). What Makes a School a Learning Organisation?, OECD Education Working Papers, No. 137, OECD Publishing, Paris.
Kondra, I. (2020) Use of IT in Higher Education. UGC Care Journal, 40, 280-284.
Liang, J. C., & Tsai, C. C. (2008). Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan. Journal of Educational Technology & Society, 11(1), 226-237.
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills. Sustainability, 12(13), 5339. doi:10.3390/su12135339
Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. Y. (2020). Profile of information and communication technologies (ICT) skills of prospective teachers. In Journal of Physics: Conference Series (Vol. 1521, No. 4, p. 042009). IOP Publishing.
McCharen, B., Song, J., & Martens, J. (2011). School innovation: The mutual impacts of organizational learning and creativity. Educational Management Administration & Leadership, 39(6), 676–694. https://doi.org/10.1177/1741143211416387
Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-11. https://doi.org/10.15700/saje.v37n1a1334
Nevgi, A., Virtanen, P., & Niemi, H. (2006). Supporting students to develop collaborative learning skills in technology-based environments. British Journal of Educational Technology, 37(6), 937–947. doi:10.1111/j.1467-8535.2006.00671.x
OECD (2013).Innovative Learning Environments, Educational Research and Innovation, OECD Publishing. http://dx.doi.org/10.1787/9789264203488-en
OECD. (2014). Improving schools in Wales: An OECD perspective. Paris, France: OECD Publishing.
OECD (2017). The OECD Handbook for Innovative Learning Environments, OECD, Publishing, Paris, http://dx.doi.org/9789264277274-en.
OECD (2018). The future of education and skills: Education 2030. OECD Education Working Papers. Retrieved from http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf
Owusu-Ansah, S., & van der Walt, T. (2021). Responding to COVID-19 Pandemic: Applying the Dynamic Capability Framework in University Libraries. In Handbook of Research on Library Response to the COVID-19 Pandemic (pp. 56-74). IGI Global.
Öner, D. (2020). The using technology and digital games in early childhood: An investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154. https://doi.org/10.29129/inujgse.715044
Öztemel, E. (2018). Eğitimde yeni yönelimlerin değerlendirilmesi ve eğitim 4.0. [Evaluation of new trends in education and education 4.0] Üniversite Araştırmaları Dergisi, 1(1), 25-30. https://doi.org/10.32329/uad.382041
Paraschiva, G. A., Draghici, A., & Mihaila, C. V. (2019). A research on schools as learning organizations: A theoretical approach. International Journal of Management, Knowledge and Learning, 8(2), 159-178.
Piirto, J. (2011). Creativity for 21st Century Skills: How to Embed Creativity into the Curriculum. Sense Publishers.
Pohradský, P., Londák, J., & Čačikova, M. (2010, September). Application of ICT in pre-school education. In Proceedings ELMAR-2010 (pp. 159-162). IEEE.
Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(3),. Retrieved March 17, 2022 from https://www.learntechlib.org/p/104264/.
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced research, 3(1), 45-47. https://dx.doi.org/10.21839/jaar.2018.v3S1.169
Roebers, C. et al. (2014), “The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach”, Human Movement Science, Vol. 33, pp. 284-297, http://dx.doi.org/10.1016/j.humov.2013.08.011.
Sağlam, F. (2007). Evaluaton of primary school teachers' self sufficiency and effect perceptions in the use of information technology sources during their lessons. Unpublished Master Thesis, Yeditepe Üniversitesi, İstanbul
Sammons, P. (2010). Does pre-school make a difference? Identifying the impact of pre-school on children’s cognitive and social behavioural development at different ages. In Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart (Eds.), Early childhood matters: evidence from the effective pre-school and primary education project (pp. 92-113). Routledge.
Santos, J. P. R. (2022). Portuguese Public Administration’s eServices: The Case of Technology in the Portuguese Public Administration’s Services portrayed against Estonia’s reality (Doctoral dissertation).
Sari, H., Celikoz, N., & Seçer, Z. (2009). An analysis of pre-school teachers' and student teachers' attitudes to inclusion and their self-efficacy. International Journal of Special Education, 24(3), 29-44.
Sawyer, K. (2008). Optimising learning: Implications of learning sciences research. OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Paris, France: OECD Publishing.
Schleicher, A. (2018), World Class, https://dx.doi.org/10.1787/9789264300002-en.
Senge, P. M. (1990). Beşinci disiplin: Öğrenen organizasyonlar sanatı ve uygulamaları (Çev. İldeniz, A., Doğukan, A.). Yapı Kredi Yayınları.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools that learn (updated and revised): A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Crown Business, New York.
Sezer, G. (2017). The importance of knowledge about the preschool curriculum in terms of preschool administrators' instructional leadership practices. Unpublished Master Thesis, Gaziantep Üniversitesi.
Stephen, C., & Plowman, L. (2003). Information and communication technologies in pre-school settings: A review of the literature. International Journal of Early Years Education, 11(3), 223-234.
Stoll, L. & Kools, M. (2017). The school as a learning organisation: a review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2-17.
Silins, H. & Mulford, B. (2002). Schools as learning organizations: The case for system, teacher and student learning. Journal of Educational Administration, 40(5), 425–446. DOI 10.1108/09578230210440285
Subaş, A. (2010). Perception of class and branch teachers working in the primary schools about learning school. Unpublished Master Thesis, Marmara Üniversitesi, İstanbul
Şad, S. N. & Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. [Prospective teachers’ perceived competencies about integrating information and communication technologies into education] Mersin Üniversitesi Eğitim Fakültesi Dergisi,11(1), 177-197.
Thorsteinsson, G., & Page, T. (2012). Encouraging innovativeness through computer-assisted collaborative learning. Journal on School Educational Technology, 7(3), 1-6.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2015). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. doi:10.1111/bjet.12380
Uçak, S. & Erdem, H. H. (2020). Eğitimde yeni bir yön arayışı bağlamında 21. yüzyıl becerileri ve eğitim felsefesi. [On the skills of 21st century and philosophy of education in terms of searching a new aspect in education] Usak University Journal of Educaitonal Research, 6(1), 76-93. https://doi.org/10.29065/usakead.690205
United Nations Children’s Fund, A World Ready to Learn: Prioritizing quality early childhood education, UNICEF, New York, April 2019.
Usluel, Y. K. & Mazman, S. G. (2010). Eğitimde yeniliklerin yayılımı, kabulü ve benimsenmesi sürecinde yer alan öğeler: Bir içerik analizi çalışması. [Elements in the process of diffusion, acceptance and adoption of innovations in education: A content analysis study] Çukuruova Üniversitesi Eğitim Bilimleri Dergisi, 3(9), 60-74
Uysal, A. (2005). Okulöncesi eğitim kurumlarında görev yapan yönetici,yönetici yardımcıları ve öğretmenlerin öğrenen organizasyona ilişkin algıları [The perception of managers,manager assistants and teachers,responsible in pre-school association,related with learning organization] Unpublished Mater Thesis. Selçuk University.
Ünal, A. (2016). Öğrenen okullara lider olmak. İçinde, E. Yılmaz, A. Ünal, M. Çalışkan, & S. A. Sulak (Ed.), Eğitim Bilimlerinden Yansımalar, (ss.71-83). Konya: Çizgi Kitabevi
Van Niekerk, M. P. (2009). Principals' influences on teacher professional development for the integration of information and communication technologies in schools [Unpublished dissertation]. University of Pretoria.
Voogt, J., & Roblin, N. P. (2012) A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299–321. ttps://doi.org/10.1080/00220272.2012.668938.
World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Global Challenge Insight Report. Retrieved from http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
Wright, E., & Lee, M. (2014). Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China. International Review of Education, 60(2), 199-216. https://doi.org/10.1007/s11159-014-9404-6
Yazıcı, S. (2001). Öğrenen organizasyonlar [Learning organizations]. İstanbul: Alfa Yayıncılık.

Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Cihad Demir ^*
0000-0003-1323-7181
Türkiye

Mehmet Kara
0000-0003-2758-2015
Türkiye

Recep Çakır
0000-0002-2641-5007
Türkiye

Early Pub Date

November 8, 2024

Publication Date

November 1, 2024

Submission Date

August 8, 2024

Acceptance Date

October 9, 2024

Published in Issue

Year 2024 Volume: 11 Number: 6

DOI

https://doi.org/10.17275/per.24.87.11.6

IZ

https://izlik.org/JA67HK48WZ

APA

Demir, C., Kara, M., & Çakır, R. (2024). Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow. Participatory Educational Research, 11(6), 216-241. https://doi.org/10.17275/per.24.87.11.6

AMA

1.Demir C, Kara M, Çakır R. Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow. PER. 2024;11(6):216-241. doi:10.17275/per.24.87.11.6

Chicago

Demir, Cihad, Mehmet Kara, and Recep Çakır. 2024. “Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow”. Participatory Educational Research 11 (6): 216-41. https://doi.org/10.17275/per.24.87.11.6.

EndNote

Demir C, Kara M, Çakır R (November 1, 2024) Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow. Participatory Educational Research 11 6 216–241.

IEEE

[1]C. Demir, M. Kara, and R. Çakır, “Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow”, PER, vol. 11, no. 6, pp. 216–241, Nov. 2024, doi: 10.17275/per.24.87.11.6.

ISNAD

Demir, Cihad - Kara, Mehmet - Çakır, Recep. “Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow”. Participatory Educational Research 11/6 (November 1, 2024): 216-241. https://doi.org/10.17275/per.24.87.11.6.

JAMA

1.Demir C, Kara M, Çakır R. Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow. PER. 2024;11:216–241.

MLA

Demir, Cihad, et al. “Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow”. Participatory Educational Research, vol. 11, no. 6, Nov. 2024, pp. 216-41, doi:10.17275/per.24.87.11.6.

Vancouver

1.Cihad Demir, Mehmet Kara, Recep Çakır. Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow. PER. 2024 Nov. 1;11(6):216-41. doi:10.17275/per.24.87.11.6